Make a connection with the song topic

Initiate a discussion by asking students to share information about their pets. This creates a connection between the students and the subject matter of the song. Pets are important members of the family in many homes. Opening a discussion about pets will result in a variety of stories and multiple students who want to share.

“Time management” tip: In a classroom with a large number of students, find ways to include all the students without spending an entire class on pet stories! It is important to find ways to give students the opportunity to share without using up all the teaching time with stories.

Some options to “streamline” multiple answers include:

- Put up one hand if you have a dog/cat/hamster, etc.

- If you have more than one dog/cat, etc., hold up fingers to show how many

- If you have more than one kind of pet hold up two hands

- Hands up if your family had this pet before you were born

- Put up your hand if you have a pet (any number, any kind). Put your hand down when the teacher says the animal that is your pet. When there are only two or three hands still up, ask those students to share what pet they have.

Introduce the song

This song is about a specific kind of dog.

Ask students if they know anything about chihuahuas.

Find pictures or images to share to familiarize them with this breed of dog.

What are some characteristics of chihuahuas?

Expressive singing

Find the repeated words and phrases that will need to be sung with clear, crisp consonants so the lyrics can be understood. The expressive presentation of these repeated lyrics also add a humorous feeling to the song.

The singer’s task is to present the song authentically so the audience is convinced that the singer truly thinks a chihuahua is the best dog ever!

Accidentals

My Chihuahua is written in a major key. However accidentals are used to briefly change the tonal feeling of the song.

Using the vocal score, locate the bars where accidentals are added (bar 20 in each of the first two verses, and also in bars 38, 42 and 46).

Sing this melodic figure several times to internalize the altered notes before singing the song in its entirety.

Sing the altered notes with confidence so they sound like they belong in the melody (which they do!) and enjoy the interesting melodic colour they add to the song.

Discussion

Discuss with your students the traditions they observe for holidays or special occasions.

Are there any unique activities or traditions observed by a student’s family?

      What are the students’ favourite parts of these traditions?

Invite students who observe Ramadan to share some of the activities that are meaningful to them that are connected with this important part of their culture.

Read aloud the lyrics of Ramadan is Coming

• Find the three Ramadan activities highlighted in the song (one each in verses 1-3).
• Discuss each of these activities and their impact on the people who are taking part in the activity, and also how this affects those around them.

Score Study (for students in grades 2-3, ages 7-9)

The melody of Ramadan is Coming is composed using familiar tone sets.
Sing the first bars of the song using solfege names for the notes.

      How many times is that tone set repeated to create the verse of the song?

The final phrase of the verse begins the same way as the opening phrase. However, look for the difference in the ending of the phrase.

Sing the entire song with solfege names and using hand signs.

Add Instruments

Add instruments to the performance of Ramadan is Coming.

Play on the first beat of each phrase.

Use a triangle, finger cymbal or pitched instrument such as a handbell (playing a D sounds good with the chord structure) and let the sound ring until it naturally fades away. 

Use a different instrument for each of the first three verses and then combine all the instruments for verse 4 as it repeats the lyrics from verse 1.

Create a concert that presents a cultural mosaic

Research the various cultures and observances / holidays that are represented by students in your school or vocal studio.

Invite family members of your students to contribute songs and culturally significant traditions or tenets that are part of their observances.

Include narrations that give a brief but meaningful explanation of each of the cultural observances associated with the songs being sung to give context to the performance.

A cultural mosaic concert can also be used to introduce students to other traditions and cultures with which they may not be familiar. In our present-day climate of instant access to a variety of cultures through online avenues, learning about other cultures can be informative and bridge building.

Performance suggestion

Include battery-operated lights to the performance of Ramadan is Coming.

Two options:

1. Lights are turned on and held high for verses 1 & 4 and hidden for verses 2 & 3.
2. Turn on a few lights for each verse, cumulatively adding lights until all are lit for the final verse.